These teaching techniques promote students’ reasoning about connections between 2D and 3D perspectives.
You are looking at 11 - 20 of 26,348 items
L. Jeneva Clark and Jonathan M. Clark
Carlos Nicolas Gomez and AnnaMarie Conner
Cooney, Shealy, and Arvold (1998) wrote a widely cited article describing the belief structures of prospective teachers and argued that the structures can aid in describing how beliefs change and the influence of authority on the individual. We investigate the impact of this manuscript on the field. To do this, we conducted a literature review (n = 59) of journal articles and proceedings published since 1998 covering the same population and goals of Cooney, Shealy, and Arvold (changing prospective teachers’ beliefs) and then conducted an analysis of 101 journal articles citing Cooney, Shealy, and Arvold (1998) to see why the authors cited the piece. We conclude that the impact of Cooney, Shealy, and Arvold’s article differs from that of their results and suggest that belief structures should be more carefully investigated by the field.
Estrella Johnson, Christine Andrews-Larson, Karen Keene, Kathleen Melhuish, Rachel Keller and Nicholas Fortune
Our field has generally reached a consensus that active-learning approaches improve student success; however, there is a need to explore the ways that particular instructional approaches affect various student groups. We examined the relationship between gender and student learning outcomes in one context: inquiry-oriented abstract algebra. Using hierarchical linear modeling, we analyzed content assessment data from 522 students. We detected a gender performance difference (with men outperforming women) in the inquiry-oriented classes that was not present in other classes. We take the differential result between men and women to be evidence of gender inequity in our context. In response to these findings, we present avenues for future research on the gendered experiences of students in such classes.
Kyle M. Dunbar and Kathryn M. Rich
Codable robots can be used in mathematics class to help middle school students realize a purpose for what they have been learning.
Patrick L. Sullivan, Stefanie D. Livers, and Whitney Evans
These strategies for teachers promote this necessary but challenging condition of high‐quality discourse, especially when a student shares an unanticipated conjecture.
Stefanie R. Bordeaux
Steve Ingrassia and Molly Rawding
Problems to Ponder provides 28 varied, classroom-ready mathematics problems that collectively span PK12, arranged in order of grade level. Answers to the problems are available online.
Randall E. Groth
Ear to the Ground features voices from various corners of the mathematics education world.
Tanya Maloney and Jamaal Sharif Matthews
This multimethod study draws on theories of teacher care, dispositions, and culturally relevant pedagogy to examine how 12 urban mathematics teachers’ perceptions of their own care practices align with their Black and Latinx students’ (n = 321) sense of connectedness in the mathematics classroom. A qualitative analysis of in-depth interviews with the teachers established three typologies of care: empathetic, transactional, and blended. A questionnaire measure of mathematics classroom connectedness revealed that students in classrooms led by teachers who enacted an empathetic caring pedagogy were more likely to agree that their teachers provided emotional support, their classroom felt like a family, and their contributions were valued in class. Furthermore, students’ sense of classroom connectedness mediated the link between teacher care and the students’ perceived value and relevance of mathematics.